January/February 2018 – Vol. 31 No. 2

Next Generation Science Standards – A Classroom Teacher Perspective

Posted: Friday, February 1st, 2013

by Michelle French, Lisa Hegdahl, Jeff Orlinsky, and Sean Timmons

“Scientists think of science both as a process for discovering properties of nature and as the resulting body of knowledge, whereas most people seem to think of science, or perhaps scientists, as an authority that provides some information — just one more story among the many that they use to help make sense of their world.” – Helen Quinn

The Next Generation Science Standards (NGSS) provide educators with an important opportunity to improve science education, student engagement, and student achievement. Based on the Framework for K–12 Science Education, the NGSS are intended to reflect a new vision and will shift the way science education is delivered in America.  The emphasis on application will require students to understand science concepts more deeply since the focus of the NGSS has been placed on “students doing” rather than “students knowing”.

Most states, including California are currently implementing the Common Core State Standards (CCSS) in English Language Arts and Mathematics, which include requirements for using English and math within the context of science. This is important to science educators because science will become a more integral component of every student’s comprehensive education. The NGSS are being designed to align with the CCSS to ensure that science becomes “symbiotic” to of all content areas.  How will the Next Generation Science Standards impact K-12 educators in California?  Let’s think about this question from the perspective lenses of high school, middle school/jr. high, and elementary school educators.

The High School Perspective – Jeff Orlinsky

First, it is important to acknowledge the complex world of our California high schools. Students face a multitude of performance pressures such as the CAHSEE, end of course exams like the C.S.T., International Baccalaureate and Advanced Placement classes, as well as five to seven courses each day. Most high schools  are facing increased accountability via high stakes measurements such as the API and AYP that are based on student performance. Unsurprisingly, high schools have modified courses and the sequence of classes to best optimize student performance on end of course exams.  As a result of this experience, many teachers may see the NGSS as just another set of learning objectives we will have to add to our courses.  Nothing could be further from the truth. The NGSS have the potential to add a great deal of value to learning, as they are about student performance and demonstrating the interconnectedness of different disciplines.  They focus on specific core ideas in science and engineering, and avoid the pitfall of trying to cover too much.  To the teachers in a high school, this is great news.  We would have the opportunity to shift from teaching about science to letting students actually experiment and analyze data they have collected.

That is not to say that the drafts of the NGSS have been received by high school educators without questions and concerns. One continuing theme of concern has been the way the NGSS has grouped the standards in a grade band of 9-12 and the inclusion or intermingling of physics and chemistry, in a grouping of physical science performance expectations. If you are a teacher who shares this concern, you are encouraged to review Appendix J. In Appendix J – Model Course Mapping in Middle and High School for the NGSS, Achieve offers several models of how high school courses could be organized around the new standards. For example, two of the models incorporate current high school course sequences while another offers a more integrated approach.

Whichever model is chosen, either on a district or state level, science teachers need to be a part of the discussions.  We high school teachers must become active participants working with middle and elementary teachers to better support K-12 science education for all students.

The Middle School and Jr. High Perspective – by Lisa Hegdahl

Much like my high school colleagues as addressed above, upon reading the draft of the NGSS, one of the first things that strikes most California middle school and jr. high teachers is that instead of dividing the core disciplines by subject and grade level into Earth science in 6th grade, life science in 7th grade, and physical science in 8th grade, the NGSS have twelve “Disciplinary Core Ideas” (comprised of Earth, life, and physical sciences) to be addressed in grades 6-8. As teachers used to a system where each grade level has its own set of standards, having them grouped in a grade band left many wondering what would be taught in what grade. Per the request of the Lead State partners, and in order to help readers of the standards visualize how these standards could be divided amongst the grades, Achieve developed Appendix J – Model Course Mapping in Middle and High School for the NGSS. This appendix provides two suggestions for the division of coursework in grades 6-8 along with justifications for choosing one model over another. It is important to note that these are models and not necessarily how California will choose to structure its courses. This debate will happen after the final standards are released.

Middle school and junior high teachers will also find that the NGSS offer more freedom to explore the real world of scientific and engineering practices than the current California science content standards allow.  Rather than listing separate investigation and experimentation (I&E) standards, the NGSS integrate the scientific and engineering practices into the performance expectation. Scientific practices should be quite familiar middle school and jr. high teachers in California; however, the engineering and design practices are a less familiar element  being incorporated into the standards (as called for in the Framework for K-12 Science Education). In order to help readers of the standards easily identify the areas where the engineering and design practices are integrated into the standards, the writers provided a separate list of performance expectations from the standards that incorporate the engineering and design practices. The integration of the scientific and engineering practices into the disciplinary core ideas (content) calls for a profound shift in the way these standards will be assessed. “Future assessment will not assess student understanding of core ideas separately from their abilities to use the practices of Science and Engineering.” (Appendix F, p.1)

Many middle schools inherit students with little to no science background.  The developers of the NGSS realize this and included a chart in Appendix E showing the “Increasing Sophistication of Student Thinking” for each performance expectation.  Middle school and jr. high educators can use the matrix to identify the prior knowledge students need to have in order to begin mastering the performance expectations, and the Assessment Boundaries included in the performance expectations help to clarify where one course ends and the next begins. However, the NGSS materials make it clear that the NGSS are student outcomes at the end of coursework – they are not curriculum.  Instructional lessons will need to be created in the future to guide students to each end point.

Even with all these efforts to provide clarity and guidance, upon reading the NGSS for the first time the thought of transitioning from California’s current science standards to the NGSS can be overwhelming.  There are numerous steps that will need to be taken in order to implement instruction of the new standards in the classroom after they are adopted. I recommend you read NGSS: What’s Next? in this month’s issue of California Classroom Science (CCS). It will be important for teachers to maintain their engagement in this process in order to help stem the feeling of being overwhelmed and to help structure a system that will support them. 

The Primary and Intermediate School Perspective – by Michelle French and Sean Timmons

As primary and intermediate teachers, we hold the future of science and engineering in our hands.  If the foundation in the primary and intermediate grades is strong, then all subsequent grades will have solid building blocks in place. As the Middle School Perspective pointed out, however, at this time many students are going through school without attaining the scientific literacy needed to be successful in future grade-levels.  The NGSS seek to rectify the problem, though. On page 3 of Appendix A-Conceptual Shifts in the NGSS, it is stated that “Choosing to omit content at any grade level or band will impact the success of the student toward understanding the core ideas and puts additional responsibilities on teachers later in the process.”  This speaks directly to primary and intermediate teachers, and we have a tremendous opportunity to make positive changes here.

Primary and intermediate teachers have a distinct advantage in that we have self-contained classrooms. We can more easily blend project-based learning with integrated language arts, math, and science performance expectations. Instead of teaching language as a separate entity, we can give students a real, authentic reason to listen, speak, read, and write.  For example, think of how excited students will be in kindergarten to communicate – through speaking, writing, dictation, and drawing – how they used their scientific knowledge to design a structure that protects the Earth’s surface from the heat of the sun.  As teachers in self-contained classrooms, we have the luxury to incorporate NGSS and CCSS in tandem to create communities of thinkers and problem solvers.

A System Perspective

In his Inaugural Address, President Obama stated, “No single person can train all the math and science teachers we’ll need to equip our children for the future, or build the roads and networks and research labs that will bring new jobs and businesses to our shores.  Now, more than ever, we must do these things together as one nation and one people.”

As professional educators, with the NGSS and the CCSS we have the opportunity to come together and forge a renewal and revitalization of science education.  This national paradigm shift from teaching isolated factoids of information to deepening core ideas through engagement in scientific and engineering practices and the application of crosscutting concepts will be a breath of fresh air for some educators and intimidating for others.  With this in mind, we need to come together and support each other in order to “equip our children for the future.”  We need to take advantage of professional development opportunities that come our way to strengthen our understanding of the NGSS and how they might be implemented in our classrooms, schools, and districts.

Along that vein we encourage you to maintain your membership in CSTA or join today if you are not a member, and participate in the 2013 California Science Education Conference this October. Membership will insure that you have access to the latest information and ways to be involved in the upcoming conversations around assessment, curriculum, and final standards development. Attending the conference will provide you with an opportunity to network with peers from all of the state who are wrestling with the same issues you are as well as attend professional development sessions on the NGSS and CCSS. 

Michelle French Michelle French is a fourth-grade teacher at Wilson Elementary School in Tulare and is CSTA’s primary director.

Lisa Hegdahl is an 8th grade science teacher at McCaffrey Middle School in Galt, CA and CSTA’s middle/junior high school director.

Jeff Orlinsky teaches science at Warren High School and is CSTA’s high school director.

Sean Timmons is science coordinator for the San Joaquin County Office of Education and CSTA’s intermediate director.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.